Suite 416Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Handbook

Level 2 Certificate in Supporting Teaching and Learning in Schools

(QCF)

STLC2

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Contents Page Section 1 – Introduction 2 Section 2 – Skillsfirst Awards Limited 2.1 Data protection 2 2.2 Equality and accessibility 2 2.3 Enquiries and information sources 3 2.4 Complaints and appeals 3 2.5 Malpractice and maladministration 4 Section 3 – The Teaching Agency 3.1 The Teaching Agency and Skills for Care (SfC) 4 3.2 The occupational expertise of those who assess performance and internally quality assure the assessment of evidence 5 3.3 Expert witnesses 5 3.4 Continuing professional development (CPD) 5 Section 4 – Summary of Assessment Methods 4.1 Assessment principles 6 4.2 Recognised prior learning (RPL) 6 Section 5 – Qualification information 5.1 What is the qualification and credit framework (QCF) 7 5.2 QCF units 7 5.3 QCF terminology 7 5.4 Availability of qualifications 7 5.5 Qualification aim and design 8 Section 6 – Qualification structure 6.1 Number of credits required for this qualification 8 6.2 The rules of combination 8 6.3 List of available units and their credit value 8 6.4 Credit from equivalent units 10 6.5 Exempted unit 10 6.6 Learner entry requirements 10 6.7 Progression opportunities 10 Section 7 – The units of learning 7.1 Structure of the units 11 7.2 Group A - mandatory units 12 7.3 Group B - specific optional units 43 7.4 Group C - general optional units 51

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1.0 Introduction

Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff – reliably qualified to recognised industry standards. The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF). The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk

This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use.

All learners should be provided with a copy of the Skillsfirst qualification handbook together with the Skillsfirst learner guide. This document can be found on our web-site at www.skillsfirst.co.uk 2.0 Skillsfirst Awards 2.1 Data protection

Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website www.skilsfirst.co.uk 2.2 Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act 2010 and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website www.skillsfirst.co.uk and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process.

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This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at customerservices@skillsfirst.co.uk 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: www.skillsfirst.co.uk. email: customerservices@skillsfirst.co.uk Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Customer Services Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints

Skillsfirst Awards will endeavour at all times to satisfy our customer’s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals

Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier.

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2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website www.skillsfirst.co.uk 3.0 The Teaching Agency

This qualification is based upon units developed by TDA which reflect the national occupation

standards (NOS) for supporting teaching and learning in schools. This qualification is endorsed by

The Teaching Agency who are the recognised sector body responsible for the training and

development of the school workforce and their contact details are: Piccadilly Gate Store Street Manchester M1 2WD Phone 0870 496 0123 This handbook provides details from the TDA’s QCF assessment principles, which centres will need to apply in order to assess and quality assure the Level 2 Certificate in Supporting Teaching and

Learning in Schools (QCF) and includes

occupational expertise of those who assess performance, provide expert witness and internally verify assessments

continuous professional development The complete QCF assessment principles booklet is available for view and to download from the TDA website www.tda.gov.uk 3.1 The Teaching Agency and Skills for Care (SfC) The Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) is supported by the The Teaching Agency, however a number of units need to be assessed in line with the QCF assessment principles developed by SfC. Their contact details are: Skills for Care West Gate 6 Grace Street Leeds LS1 2RP Phone 0113 245 1716 info@skillsforcare.org.uk

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3.2 The occupational expertise of those who assess performance and internally quality assure the assessment of evidence Assessors must demonstrate that they are capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. Assessors must also have the relevant knowledge and understanding, and be able to assess this in those units:

designed to test specific knowledge and understanding, or

where knowledge and understanding are components of competency This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring. They must ensure that the assessment of evidence for units is of a consistent and appropriate quality. Skillsfirst will ensure that those making assessment decisions and those involved in the quality assurance of those decisions have the necessary expertise to do so, which may include having, or be working towards, appropriate qualifications.

3.3 Expert witnesses

The breadth and range of activities covered by the Level 2 Certificate in Supporting Teaching and

Learning in Schools (QCF) mean that the assessor may find it useful to draw on the testimony of expert witnesses as part of the assessment process. Expert witnesses can be used to address any gaps in the technical and occupational competence of assessors, and for confidential or sensitive activities that are not appropriate for assessor observation. Expert witnesses can be drawn from a wide range of people who can attest to performance in the workplace. Schools can support the assessment process by encouraging and supporting members of staff to act as expert witnesses. A qualified assessor will make the final judgement about a candidate’s competence based on testimony provided by the expert witness together with other corroborating evidence. An expert witness must:

have a working knowledge of the area of the national occupational standards and the QCF units for which they are providing witness testimony

be occupationally competent in their area of expertise

have either any qualification that includes assessment of workplace performance and/or a professional work role which involves evaluating the everyday practice of staff

Experienced teaching assistants, higher level teaching assistants and teachers might act as expert witnesses across a range of units. However there are some units where expert witnesses may play an important role in filling any gaps in the occupational expertise of assessors 3.4 Continuing professional development (CPD) Centres are expected to support their staff in ensuring that their knowledge remains current of the occupational area and of best practice in delivery, mentoring, training, assessment and verification/ moderation, and that it takes account of any national or legislative developments.

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4.0 Summary of assessment methods For this qualification, learners will be required to provide evidence for each unit which may be supplied via observation of workplace activities, witness testimony, professional discussion and questions, learner reports/reflective accounts and inspection of products, using evidence appropriate to the learner’s job role. 4.1 Assessment principles

Assessment decisions for criteria that must be assessed in the workplace, as identified in unit assessment requirements, must be made in a real work environment by an occupationally competent assessor.

Assessment decisions for criteria that must be assessed in the workplace (competence based assessment criteria) must be made by an assessor with the expertise to make assessment decisions.

Competence based assessment must include direct observation as the main source of evidence.

Simulation may only be utilised as an assessment method for competence based assessment criteria where this is specified in the assessment requirements of the unit.

Expert witnesses can be used for direct observation where:

they have occupational expertise for specialist areas, or

the observation is of a particularly sensitive nature

The use of expert witnesses should be determined and agreed by the assessor

Assessment of criteria not identified in the unit assessment requirements as requiring assessment in the workplace may take place in or outside of a real work environment.

4.2 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner’s previous experience could contribute to a qualification. Should any opportunities for RPL be identified it is important that a complete process of recognising prior experience and learning is undertaken by ensuring that:

it covers relevant or appropriate experience for previous activities as well as accredited learning and qualifications

it is incorporated into the assessment planning, with details of how this will take place

mapping of prior learning to the national occupational standards to identify gaps is documented and auditable

assessment methods or processes for recognising prior experience and learning are documented and made available to the external verifier

the audit trail covers the whole process and methodology of RPL

the authenticity and currency of presented evidence is established by the assessor

where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification

In considering the appropriateness of any single piece of evidence, the following should be considered:

Content – the degree to which the content of any previous accredited learning meets the requirements of the national occupational standards against which it is being presented as evidence.

Performance and knowledge – the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment.

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Relevance of context – the degree to which the context of the learning gained and assessed relates to the current context of learner’ work roles. If the context was different, assessors will need to satisfy themselves of learners’ ability to transfer the learning gained into their current setting.

Currency – how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken.

Authenticity – how the ownership of the evidence is established to ensure it was generated by the learner.

Centres must retain copies of learner assessment records for at least three years after certification.

5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will:

allow providers to design more flexible programmes, suited to the needs of a wider range of learners

describe achievements (credits) to employers, providers and learners in a way that is easy to understand

allow learners to accumulate credit, by recognising smaller steps of learning at their own pace

allow learners to transfer credits into an electronic learner achievement record, which they will keep for life

5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under ‘what you must do’ and ‘what you must know’ whereas the QCF units are all listed under ‘the learner can’. 5.4 Availability of qualifications This handbook covers the Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF). To complete a qualification, the minimum credit value must be achieved and progressive qualifications at a higher level require more credit to be achieved. The number of units to achieve this is not fixed, as it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award, certificate or diploma certification, as the qualification credit values are achieved.

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5.5 Qualification aim and design

The Level 2 Certificate in Supporting Teaching and Learning in Schools (QCF) has been designed to meet the needs of all those working in a school support staff role, including those whose role does not involve directly supporting pupils’ learning, such as administrative, catering and site staff. It seeks to develop the skills, knowledge and understanding that learners working in a school setting will need and covers areas such as safeguarding, communication and understanding the school context. There is a wide range of optional units covering different aspects of supporting teaching and learning, which allows the learner a choice to select units in a specialist area, or to spread their choice of units across several specialist areas. 6.0 Qualification structure 6.1 Number of credits required for this qualification Qual. no. Level Qualification title Number of credits

STLC2 2 Certificate in Supporting Teaching and Learning in Schools (QCF)

Minimum of 30

6.2 The rules of combination

A learner must achieve 24 credits from Group A

A maximum of 3 credits must be taken from Group B – 1 unit

A minimum of 3 credits must be taken from Group C – 1 unit 6.3 List of available units and their credit value The list below gives the unit titles and the credit value of each unit Group A - mandatory units

Unit Ref. no.

Skillsfirst unit no.

Unit title Credit value

QCF level

H/601/3305 TDA21 Child and young person development

2 2

K/601/3323

TDA22 Safeguarding the welfare of children and young people

3 2

F/601/3313

STL01 Communication and professional relationships with children, young people and adults

2 2

D/601/3321

STL02 Equality, diversity and inclusion in work with children and young people

2 2

T/601/7391 STL03 Help improve own and team practice in schools

3 2

D/601/7403 TDA27 Maintain and support relationships with children and young people

3 2

T/601/7410 STL04 Support children and young people’s health and safety

3 2

T/601/7407 TDA29 Support children and young people’s positive behaviour

2 2

A/601/7411 STL05 Support learning activities

4 2

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Group B - specific optional units

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

QCF level

T/601/3325 STL06 Schools as organisations

3 2

A/601/3326 STL07 Schools as organisations

3 3

Group C - general optional units

QCF unit no.

Skillsfirst unit no.

Unit title Credit value

QCF level

L/601/7414

STL08 Contribute to supporting bilingual learners 2 2

Y/601/7416 STL70 Invigilate tests and examinations

3 3

D/601/7417 STL09 Prepare and maintain learning environments

3 2

K/601/6500 STL10 Provide displays in schools

3 2

A/601/4072 STL11 Support assessment for learning

4 3

A/601/6517 TDA214 Support children and young people at meal or snack times

3 2

D/601/6526 TDA215 Support children and young people with disabilities and special educational needs

4 2

T/601/6564 TDA216 Support children and young people’s play and leisure

3 2

Y/601/6573 STL12 Support children and young people’s travel outside of the setting

3 2

M/601/6577 STL13 Support extracurricular activities

3 2

A/601/6579 STL14 Support the use of information and communication technology for teaching and learning

2 2

J/601/8027 HSC2028 Move and position individuals in accordance with their plan of care

4 2

D/601/9023 HSC2001 Provide support for therapy sessions

2 2

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Equivalent and exempted units The following units have their equivalencies and exemptions in other qualifications 6.4 Credits from equivalent units

Skillsfirst unit no.

Equivalent Unit Title

Equivalent Unit No.

STL03 Equivalent to Help to improve own practice and the work of the playwork team

H/600/9528

TDA27 Equivalent to Support relationships in the play environment T/600/9520

STL12 Equivalent to Support the travel of children and young people outside the play environment

M/600/9547

6.5 Exempted unit

QCF unit no.

Skillsfirst unit no.

Exempted unit title

WBA unit No.

Y/601/7416 STL70 Invigilate tests and examinations

A/104/0197

6.6 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification. However, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.7 Progression opportunities Learners achieving the level 2 qualification can progress on to higher level qualifications including the Skillsfirst Advanced Level Apprenticeship in Supporting Teaching and Learning in Schools. Learners achieving the level 3 qualifications can progress on to a foundation degree e.g. for teaching assistants or supporting teaching and learning training and/or assessment against the higher level teaching assistant professional standards to achieve HLTA status Other progression routes include employment opportunities existing within primary, special and secondary schools in both the state and independent sectors. Opportunities also exist to move into other roles across the wider children's workforce e.g. child care, play work or youth work.

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7.0 The units of learning 7.1 Structure of the units

The units in these qualifications are written in a standard format and comprise the following:

Skillsfirst reference number

unit title

level

credit value

unit aim

guided learning hours (GLH)

relationship to NOS, other qualifications and frameworks

evidence requirements

notes for guidance

learning outcomes

assessment criteria

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Group A – mandatory units

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TDA21

Child and young person development

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TDA21 Child and young person development Level: 2 Credit value: 2 Unit aim This unit aims to develop knowledge and understanding of child and young person development and the factors, including transitions, which may affect development. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the main stages of child and young person development 2 Understand the kinds of influences that affect children and young people’s development 3 Understand the potential effects of transitions on children and young people’s development Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL2 Support children’s development (CCLD 203)

SWiS 2.1 Explore and respond to the needs of pupils Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Transitions refer to any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement.

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TDA21 Child and young person development Learning outcomes and assessment criteria Outcome 1 Know the main stages of child and young person The learner can: 1 describe the expected pattern of children and young people's development from birth to 19

years, to include:

physical development

communication and intellectual development

social, emotional and behavioural development 2 describe with examples how different aspects of development can affect one another. Outcome 2 Understand the kinds of influences that affect children and young people’s

development The learner can: 1 describe with examples the kinds of influences that affect children and young people’s

development including:

background

health

environment 2 describe with examples the importance of recognising and responding to concerns about

children and young people’s development. Outcome 3 Understand the potential effects of transitions on children and young people’s

development The learner can: 1 identify the transitions experienced by most children and young people 2 identify transitions that only some children and young people may experience e.g. bereavement 3 describe with examples how transitions may affect children and young people’s behaviour and

development.

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TDA22

Safeguarding the welfare of children and young people

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TDA22 Safeguarding the welfare of children and young people Level: 2 Credit value: 3 Unit aim This unit provides the knowledge and understanding required for safeguarding the welfare of children and young people. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of

children and young people including e-safety 2 Know what to do when children or young people are ill or injured, including emergency

procedures 3 Know how to respond to evidence or concerns that a child or young person has been abused,

harmed or bullied Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL3 Help to keep children safe (CCLD202)

SWiS 2.1 Explore and respond to the needs of pupils Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Evidence or concerns that a child or young person has been abused, harmed or bullied, or maybe at risk of harm, abuse or bullying includes:

disclosure

allegations

signs and indicators of abuse Concerns about a colleague should recognise that those making the allegations (whistle blowers) and those subject to as yet unproven allegations have rights to protection

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TDA22 Safeguarding the welfare of children and young people Learning outcomes and assessment criteria Outcome 1 Know about the legislation, guidelines, policies and procedures for

safeguarding the welfare of children and young people including e-safety The learner can: 1 identify the current legislation, guidelines, policies and procedures for safeguarding the welfare

of children and young people including e-safety 2 describe the roles of different agencies involved in safeguarding the welfare of children and

young people Outcome 2 Know what to do when children or young people are ill or injured, including

emergency procedures The learner can: 1 identify the signs and symptoms of common childhood illnesses 2 describe the actions to take when children or young people are ill or injured 3 identify circumstances when children and young people might require urgent medical attention 4 describe the actions to take in response to emergency situations including:

fires

security incidents

missing children or young people Outcome 3 Know how to respond to evidence or concerns that a child or young

person has been abused, harmed or bullied The learner can: 1 identify the characteristics of different types of child abuse 2 describe the risks and possible consequences for children and young people using the internet,

mobile phones and other technologies 3 describe actions to take in response to evidence or concerns that a child or young person has

been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying

4 describe the actions to take in response to concerns that a colleague may be:

failing to comply with safeguarding procedures

harming, abusing or bullying a child or young person 5 describe the principles and boundaries of confidentiality and when to share information.

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STL01

Communication and professional relationships with children, young people

and adults

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STL01 Communication and professional relationships with children, young people and adults

Level: 2 Credit value: 2 Unit aim This unit provides the knowledge and understanding that underpins effective communication and professional relationships with children, young people and adults. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Know how to interact with and respond to children and young people 2 Know how to interact with and respond to adults 3 Know how to communicate with children, young people and adults 4 Know about current legislation, policies and procedures for confidentiality and sharing

information, including data protection Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL4 Contribute to positive relationships (CCLD 201)

SWiS 2.2 Explore school values, policies, roles and responsibilities Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Communication includes:

verbal

non-verbal

informal

formal

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STL01 Communication and professional relationships with children, young people and adults

Learning outcomes and assessment criteria Outcome 1 Know how to interact with and respond to children and young people The learner can: 1 describe how to establish respectful, professional relationships with children and young people 2 describe with examples how to behave appropriately for a child or young person’s stage of

development 3 describe how to deal with disagreements between children and young people 4 describe how own behaviour could:

promote effective interactions with children and young people

impact negatively on interactions with children and young people Outcome 2 Know how to interact with and respond to adults The learner can: 1 describe how to establish respectful, professional relationships with adults 2 describe the importance of adult relationships as role models for children and young people. Outcome 3 Know how to communicate with children, young people and adults The learner can: 1 describe how communication with children and young people differs across different age

ranges and stages of development 2 describe the main differences between communicating with adults and communicating with

children and young people 3 identify examples of communication difficulties that may exist 4 describe how to adapt communication to meet different communication needs 5 describe how to deal with disagreements between

the practitioner and children and young people

the practitioner and other adults Outcome 4 Know about current legislation, policies and procedures for confidentiality and

sharing information, including data protection The learner can: 1 identify relevant legal requirements and procedures covering confidentiality, data protection and

the disclosure of information 2 describe the importance of reassuring children, young people and adults of the confidentiality of

shared information and the limits of this 3 identify the kinds of situations when confidentiality protocols must be breached

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STL02

Equality, diversity and inclusion in work with children and young people

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STL02 Equality, diversity and inclusion in work with children and young people Level: 2 Credit value: 2 Unit aim This unit provides knowledge and understanding of policies and practices to promote equality, diversity and inclusion in work with children and young people. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Understand the importance of promoting equality and diversity in work with children and young

people 2 Understand the impact of prejudice and discrimination on children and young people 3 Understand inclusion and inclusive practices in work with children and young people Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL1 Provide support for learning activities

STL11 Contribute to supporting bilingual/multilingual pupils

STL12 Support a child with disabilities or special educational needs (CCLD 209) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance

Participation involves asking children and young people what works, what doesn't work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis.

Equality of access involves ensuring that discriminatory barriers to access are removed and allowing for children and young peoples’ individual needs

Anti-discriminatory practice involves taking positive action to counter discrimination. This will involve identifying and challenging discrimination and being positive in own practice about differences and similarities between people

Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging.

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STL02 Equality, diversity and inclusion in work with children and young people Learning outcomes and assessment criteria Outcome 1 Understand the importance of promoting equality and diversity in work with

children and young people The learner can: 1 identify the current legislation and codes of practice relevant to the promotion of equality and

valuing of diversity 2 describe the importance of supporting the rights of all children and young people to 3 participation and equality of access 4 describe the importance and benefits of valuing and promoting cultural diversity in work with

children and young people Outcome 2 Understand the impact of prejudice and discrimination on children and young

people The learner can: 1 describe ways in which children and young people can experience prejudice and discrimination 2 describe the impact of prejudice and discrimination on children and young people 3 assess how own attitudes, values and behaviour could impact on work with children and young

people 4 describe the importance of promoting anti-discriminatory practice in work with children and

young people 5 describe how to challenge discrimination Outcome 3 Understand inclusion and inclusive practices in work with children and young

people The learner can: 1 describe what is meant by inclusion and inclusive practices 2 describe features of an inclusive setting for children and young people 3 describe how inclusion works in own sector of the children’s workforce

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STL03

Help improve own and team practice in schools

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STL03 Help improve own and team practice in schools Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to help improve own and team practice in schools. It requires demonstration of competence in reflecting on and improving own practice, and supporting the work of the team. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Reflect on own practice 2 Improve own practice 3 Understand the work of the team 4 Support the work of the team Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

Based on SkillsActive playwork unit 12 Help to improve own practice and the work of the playwork team

STL5 Provide effective support for your colleagues Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Others - according to own role could be parents, carers and guardians, other adults in the school, professionals external to the school Development opportunities might include training programmes, mentoring, coaching, e-learning and open and distance learning. Equivalent Unit This unit is equivalent to unit number H/600/9528 entitled “Help to improve own practice and the work of the playwork team.”

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STL03 Help improve own and team practice in schools Learning outcomes and assessment criteria Outcome 1 Understand the importance of promoting equality and diversity in work with

children and young people The learner can: 1 take note of children and young people’s responses to own practice 2 ask for constructive feedback on own practice from colleagues 3 take note of responses to own practice from others 4 evaluate all aspects of own practice Outcome 2 Improve own practice The learner can: 1 identify possible development opportunities relevant to improving own practice 2 describe the importance of continuing professional development 3 work with an appropriate person to:

identify own strengths, and areas where practice could improve

plan ways in which practice could improve

identify goals and targets 4 take part in continuing professional development that is relevant to own goals and targets 5 review own personal development 6 identify new areas of skill and knowledge to achieve new goals and targets. Outcome 3 Understand the work of the team The learner can: 1 describe why team work is important in schools 2 describe the purpose and objectives of the team in which they work 3 describe own role and responsibilities and those of others in the team 4 describe the importance of respecting the skills and expertise of other practitioners Outcome 4 Support the work of the team The learner can: 1 support the purpose and objectives of the team 2 carry out own role and responsibilities within the team 3 communicate clearly with team members and others, making sure they have the information

they need 4 interact with others in a way that supports good team work 5 identify and suggest ways in which the team could improve its work, challenging existing

practice where necessary 6 respond to differences of opinion and conflict constructively 7 seek advice and support from relevant people when needed

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TDA27

Maintain and support relationships with children and young people

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TDA27 Maintain and support relationships with children and young people Level: 2 Credit value: 3 Unit aim This unit covers the competence required to maintain and support relationships with children and young people. It requires demonstration of competence in communicating with children and young people, developing and maintaining relationships with children and young people, and supporting relationships between children and young people and others in the work setting. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Communicate with children and young people 2 Develop and maintain relationships with children and young people 3 Support relationships between children and young people and others in the setting Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

Based on SkillsActive playwork unit 9 Support relationships in the play environment

STL4 Contribute to positive relationships (CCLD 201) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance This unit must be assessed in accordance with the TDA assessment principles. All of the assessment criteria must be assessed in the workplace. Communication includes verbal, non-verbal, informally and formally Equivalent unit This unit is equivalent to unit number T/600/9520 entitled “Support relationships in the play environment.”

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TDA27 Maintain and support relationships with children and young people Learning outcomes and assessment criteria Outcome 1 Communicate with children and young people The learner can: 1 communicate with children and young people in a way that is appropriate to the individual,

using both conventional language and body language 2 actively listen to children and young people and value what they say, experience and feel 3 check that children and young people understand what is communicated Outcome 2 Develop and maintain relationships with children and young people The learner can: 1 demonstrate how to establish rapport and respectful, trusting relationships with children and

young people 2 give attention to individual children and young people in a way that is fair to them and the group

as a whole 3 demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns 4 provide children and young people with reasons for actions when appropriate 5 encourage children and young people to make choices for themselves. Outcome 3 Support relationships between children and young people and others in the

setting The learner can: 1 support children and young people to communicate effectively with others 2 encourage children and young people to understand other people’s individuality, diversity and

differences 3 help children and young people to understand and respect other people’s feelings and points of

view 4 support children and young people to develop group agreements about the way they interact

with others 5 demonstrate ways of encouraging and supporting children and young people to deal with

conflict for themselves

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STL04

Support children and young people’s health and safety

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STL04 Support children and young people’s health and safety Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to support the health and safety of children and young people. It requires demonstration of competence in recognising and dealing with risks in the work setting, supporting children and young people to assess and manage risk for themselves and responding to emergency situations. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Know the legislative and policy framework for health and safety 2 Recognise and manage risks to children and young people’s health, safety and security 3 Support children and young people to assess and manage risk 4 Respond to emergency situations Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

CCLD202 (STL3) Help to keep children safe

Supports progression to children and young people’s core unit 3.4 Support children and young people’s health and safety (level 3)

Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Potential hazards - to the health, safety and security of children and young people:

physical

security

fire

food safety

personal safety Balanced approach to risk management:

taking into account the child or young person’s age, needs and abilities

avoiding excessive risk taking

not being excessively risk adverse

recognising the importance of risk and challenge to children and young people’s development

Emergency situations: including:

accidents

illness

fires

security incidents

missing children or young people

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STL04 Support children and young people’s health and safety Learning outcomes and assessment criteria Outcome 1 Know the legislative and policy framework for health and safety The learner can: 1 describe how current health and safety legislation, policies and procedures are implemented in

the setting 2 describe how health and safety is monitored and maintained in the setting 3 describe how people in the setting are made aware of risks and hazards and encouraged to

work safely 4 identify the lines of responsibility and reporting for health and safety in the setting Outcome 2 Recognise and manage risks to children and young people’s health, safety and

security The learner can: 1 demonstrate how to identify potential hazards to the health, safety and security of children and

young people 2 demonstrate how to deal with hazards to minimise risks to the health, safety and security of

children and young people 3 demonstrate ways of supporting children and young people to take responsibility for their own

health, safety and security Outcome 3 Support children and young people to assess and manage risk The learner can: 1 outline the importance of taking a balanced approach to risk management 2 demonstrate ways of supporting children and young people to assess and manage risk for

themselves Outcome 4 Respond to emergency situations The learner can: 1 recognise and respond to emergency situations 2 follow the setting’s procedures for dealing with emergency situations 3 give reassurance and comfort to those involved in the emergency 4 give other people providing assistance clear information about what has happened 5 follow the procedures of the setting for reporting and recording accidents and emergencies

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TDA29

Support children and young people’s positive behaviour

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TDA29 Support children and young people’s positive behaviour Level: 2 Credit value: 2 Unit aim This unit provides the knowledge, understanding and skills required to support children and young people’s positive behaviour. It requires demonstration of competence in supporting positive behaviour and responding to inappropriate behaviour. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the policies and procedures of the setting for promoting children and young people’s

positive behaviour 2 Support positive behaviour 3 Respond to inappropriate behaviour Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL3 Help to keep children safe (CCLD202)

STL19 Promote positive behaviour Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Policies and procedures: of the setting relevant to promoting positive behaviour such as:

behaviour policy/code of conduct

rewards and sanctions

dealing with conflict and inappropriate behaviour

anti-bullying

attendance Inappropriate behaviour: is behaviour which conflicts with the accepted values and beliefs of the

setting and society. Inappropriate behaviour may be demonstrated through speech, writing, nonverbal

behaviour or physical abuse

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TDA29 Support children and young people’s positive behaviour Learning outcomes and assessment criteria Outcome 1 Know the policies and procedures of the setting for promoting children and

young people’s positive behaviour The learner can: 1 describe the policies and procedures of the setting relevant to promoting children and young

people’s positive behaviour 2 describe with examples the importance of all staff consistently and fairly applying boundaries

and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting

Outcome 2 Support positive behaviour The learner can: 1 describe the benefits of encouraging and rewarding positive behaviour 2 apply skills and techniques for supporting and encouraging children and young people’s

positive behaviour 3 demonstrate realistic, consistent and supportive responses to children and young people’s

behaviour 4 provide an effective role model for the standards of behaviour expected of children, young

people and adults within the setting Outcome 3 Respond to inappropriate behaviour The learner can: 1 select and apply agreed strategies for dealing with inappropriate behaviour 2 describe the sorts of behaviour problems that should be referred to others and to whom these

should be referred

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STL05

Support learning activities

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STL05 Support learning activities Level: 2 Credit value: 4 Unit aim This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle. Learning outcomes There are six learning outcomes to this unit. The learner will: 1 Support the teacher in planning learning activities 2 Prepare for learning activities 3 Support learning activities 4 Observe and report on learner participation and progress 5 Support the evaluation of learning activities 6 Evaluate own practice in relation to supporting literacy, numeracy and ICT Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL1 Provide support for learning activities

STL6 Support literacy and numeracy development

STL8 Use information and communication technology to support pupils’ learning

STL9 Observe and report on pupil performance Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Information required: to support learning activities includes:

the learning objectives

the learning resources required

own role in supporting the learning activities

any specific information or instructions relating to the learners and/or activities Information and communication technology: covers a range of different activities, equipment and technological devices, such as programmable toys, telephones, videos, timers, keyboards, keypads, computers, software, digital cameras, interactive whiteboards as well as new technologies as they become available. Resources: to support learning activities including:

materials

equipment (including ICT)

software

books and other written materials

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Problems: may relate to the:

learning activities

learning resources

learning environment

learners

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STL05 Support learning activities Learning outcomes and assessment criteria Outcome 1 Support the teacher in planning learning activities The learner can: 1 describe how a learning support practitioner may contribute to the planning, delivery and 2 review of learning activities 3 identify own strengths and weaknesses in relation to supporting learning activities and how

these may impact on the support that can be provided 4 use own knowledge of the learners and curriculum to contribute to the teacher’s planning 5 identify and obtain the information required to support learning activities 6 identify and agree with the teacher the opportunities for using information and communication technology to support learning Outcome 2 Prepare for learning activities The learner can: 1 select and prepare the resources required for planned learning activities 2 adapt resources as directed by the teacher to meet the needs of learners 3 ensure the learning environment meets relevant health, safety, security and access

requirements Outcome 3 Support learning activities The learner can: 1 use a range of learning support strategies to meet the needs of learners 2 apply skills and techniques to engage and motivate learners 3 demonstrate ways of supporting learners to develop:

a) literacy skills b) numeracy skills c) ICT skills

4 describe the sorts of problems that might occur when supporting learning activities and how to deal with these

Outcome 4 Observe and report on learner participation and progress The learner can: 1 apply skills and techniques for monitoring learners’ responses to learning activities 2 assess how well learners are participating in activities and the progress they are making 3 record observations and assessments of learner participation and progress in the required

format Outcome 5 Support the evaluation of learning activities The learner can: 1 describe the importance of evaluating learning activities 2 provide constructive feedback on learning activities in discussion with the teacher 3 identify any difficulties encountered in supporting the learning activities 4 provide the teacher with feedback on learners’ participation and progress

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Outcome 6 Evaluate own practice in relation to supporting literacy, numeracy and ICT The learner can: 1 identify ways in which own knowledge, understanding and skills in literacy, numeracy and ICT

impact on practice 2 identify opportunities to improve own knowledge, understanding and skills in literacy, numeracy

and ICT

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Group B – specific optional units

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STL06

Schools as organisations

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STL06 Schools as organisations Level: 2 Credit value: 3 Unit aim This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the school context. Learning outcomes There are six learning outcomes to this unit. The learner will: 1 Know the different types of schools in the education sector 2 Know how schools are organised in terms of roles and responsibilities 3 Understand how schools uphold their aims and values 4 Know about the laws and codes of practice that affect work in schools 5 Know about the range and purpose of school policies and procedures 6 Know about the wider context in which schools operate Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

SWiS 2.2 Explore school values, policies, roles and responsibilities Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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STL06 Schools as organisations Learning outcomes and assessment criteria Outcome 1 Know the different types of schools in the education sector The learner can: 1 identify the main types of state and independent schools 2 describe the characteristics of the different types of schools in relation to educational stages

and school governance Outcome 2 Know how schools are organised in terms of roles and responsibilities The learner can: 1 describe roles and responsibilities of:

school governors

senior management team

other statutory roles e.g. SENCO

teachers

support staff 2 describe the roles of external professionals who may work with a school e.g. educational

psychologist Outcome 3 Understand how schools uphold their aims and values The learner can: 1 define the meaning of:

aims

values 2 describe with examples how schools may demonstrate and uphold their aims 3 describe with examples how schools may demonstrate and uphold their values Outcome 4 Know about the laws and codes of practice that affect work in schools The learner can: 1 identify the laws and codes of practice affecting work in schools 2 describe how laws and codes of practice promote pupil wellbeing and achievement Outcome 5 Know about the range and purpose of school policies and procedures The learner can: 1 describe why schools have policies and procedures 2 identify the policies and procedures schools may have relating to:

staff

pupil welfare

teaching and learning Outcome 6 Know about the wider context in which schools operate The learner can: 1 identify the roles and responsibilities of national and local government for education policy and

practice 2 describe the role of schools in national policies relating to children, young people and families 3 describe the roles of other organisations working with children and young people and how these

may impact on the work of schools

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STL07

Schools as organisations

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STL07 Schools as organisations Level: 3 Credit value: 3 Unit aim This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate. Learning outcomes There are six learning outcomes to this unit. The learner will: 1 Know the structure of education from early years to post-compulsory education 2 Understand how schools are organised in terms of roles and responsibilities 3 Understand school ethos, mission, aims and values 4 Know about the legislation affecting schools 5 Understand the purpose of school policies and procedures 6 Understand the wider context in which schools operate Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

SWiS 3.2 Support the ethos, policies and working practices of the school Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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STL07 Schools as organisations Learning outcomes and assessment criteria Outcome 1 Know the structure of education from early years to post-compulsory

education The learner can: 1 summarise entitlement and provision for early years education 2 explain the characteristics of the different types of schools in relation to educational stages and

school governance 3 explain the post 16 options for young people and adults Outcome 2 Understand how schools are organised in terms of roles and responsibilities The learner can: 1 explain the strategic purpose of:

school governors

senior management team

other statutory roles e.g. SENCO

teachers

support staff roles 2 explain the roles of external professionals who may work with a school eg. educational

psychologist Outcome 3 Understand school ethos, mission, aims and values The learner can: 1 explain how the ethos, mission, aims and values of a school may be reflected in working

practices 2 evaluate methods of communicating a school’s ethos, mission, aims and values Outcome 4 Know about the legislation affecting schools The learner can: 1 summarise the laws and codes of practice affecting work in schools 2 explain how legislation affects how schools work 3 explain the roles of regulatory bodies relevant to the education sector which exist to monitor

and enforce the legislative framework, including:

general bodies such as the Health and Safety Executive

school specific regulatory bodies Outcome 5 Understand the purpose of school policies and procedures The learner can: 1 explain why schools have policies and procedures 2 summarise the policies and procedures schools may have relating to:

staff

pupil welfare

teaching and learning

equality, diversity and inclusion

parental engagement 3 evaluate how school policies and procedures may be developed and communicated

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Outcome 6 Understand the wider context in which schools operate The learner can: 1 summarise the roles and responsibilities of national and local government for education policy

and practice 2 explain the role of schools in national policies relating to children, young people and families 3 explain the roles of other organisations working with children and young people and how these

may impact on the work of schools

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Group C – general optional units

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STL08

Contribute to supporting bilingual learners

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STL08 Contribute to supporting bilingual learners Level: 2 Credit value: 2 Unit aim This unit provides the knowledge, understanding and skills to support bilingual learners. It is suitable for those who provide support for English as an additional language (EAL), or Welsh or Gaeilge as a second language. The unit requires demonstration of competence in supporting bilingual learners in language development and learning in the appropriate second or additional language. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Interact with bilingual learners 2 Support bilingual learners to develop skills in the target language 3 Support bilingual learners during learning activities Guided learning hours It is recommended that 12 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL11 Contribute to supporting bilingual/multilingual pupils Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Bilingual learners: are those who have been exposed to two or more languages. The term encompasses both those who are newly arrived and who are new to the language used to deliver the curriculum, and those more advanced bilingual learners who can communicate confidently in the language used to deliver the curriculum but need further support with language use in academic contexts. Target language: is the additional or second language needed by bilingual learners to access the curriculum ie; English as an additional language (EAL) or Welsh/Gaeilge as a second language. Techniques to support the learning and language development needs of individual learners: such as:

introducing, explaining and illustrating key vocabulary related to subject content

scaffolding writing tasks, for example modelling writing action (such as correct letter formation),

matching, sequencing, providing writing frames and word banks

scaffolding oracy, for example using frameworks for talking and active listening tasks

modelling oral and written language to support acquisition

integrating speaking, listening, reading and writing in the target language, and using one

language skill to support and reinforce another

reinforcing language learning and understanding through repetition, highlighting vocabulary

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learnt, summarising and recording what has been learnt and creating opportunities to revisit

key concepts through questioning

encouraging learner responses and promoting interaction using different forms of questioning

using culturally accessible learning materials

using peer support to promote thinking and talking in first languages to support understanding

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STL08 Contribute to supporting bilingual learners Learning outcomes and assessment criteria Outcome 1 Interact with bilingual learners The learner can: 1 interact with bilingual learners in a way that demonstrates:

respect for their first or home language(s), values, culture and beliefs

sensitivity to individual needs 2 use language and vocabulary which is appropriate to the learner’s age, level of understanding

and proficiency in the target language Outcome 2 Support bilingual learners to develop skills in the target language The learner can: 1 use knowledge of the needs and interests of individual learners to support development of the

target language 2 use a range of techniques for supporting learners in developing language skills in the target

language 3 show ways of encouraging and supporting bilingual learners to interact with others using the

target language Outcome 3 Support bilingual learners during learning activities The learner can: 1 select learning resources to meet the needs of bilingual learners 2 apply skills and techniques for including bilingual learners in learning activities 3 use appropriate techniques to support the learning and language development needs

of individual learners 4 provide feedback to the teacher on the learner’s participation and progress in relation to:

the learning activities

language development

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STL70

Invigilate tests and examinations

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STL70 Invigilate tests and examinations Level: 3 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to invigilate external and internal tests and examinations, including module tests, practical and oral examinations, under formal conditions. It covers preparing examination rooms and resources, preparing candidates for the tests and examinations, as well as running and ending tests and examinations according to the centre’s procedures. It also covers dealing with specific situations such as access arrangements, emergencies and suspicion of malpractice. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand policy and procedures for the conduct of tests and examinations 2 Prepare for tests and examinations 3 Prepare candidates for tests and examinations 4 Implement invigilation requirements 5 End tests and examinations Guided learning hours It is recommended that 19 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL17 Invigilate tests and examinations Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Exemption This unit is exempted by the previous achievement of unit number A/104/0197 entitled “Invigilate tests and examinations”

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STL70 Invigilate tests and examinations Learning outcomes and assessment criteria Outcome 1 Understand policy and procedures for the conduct of tests and examinations The learner can: 1 explain the centre’s tests and examinations policy 2 explain the procedures and regulations for the conduct of external examinations and any

inspection procedures related to this 3 explain the sorts of access arrangements that may be required for candidates with additional

needs 4 explain the centre’s procedures for responding to health, safety and security emergencies

during a test or examination 5 explain the reasons why a candidate may need to be supervised between tests and

examinations Outcome 2 Prepare for tests and examinations The learner can: 1 demonstrate the correct procedures for setting up an examination room 2 identify and obtain supplies of authorised stationery and materials including the correct test or

examination papers 3 explain and demonstrate arrangements for the safe custody of question papers and other test

or examination materials 4 identify and comply with any specific requirements for the test or examination and/or the

candidates involved 5 identify and check any emergency communication system if available. Outcome 3 Prepare candidates for tests and examinations The learner can: 1 explain the importance of having the examination room ready to admit candidates at the

scheduled time 2 demonstrate the correct procedures for admitting candidates into the room 3 perform the necessary checks for:

verifying the identity of the candidates

ensuring that no inadmissible equipment or materials are brought into the examination room

confirming candidates are seated according to the seating plan

ensuring that candidates have the correct papers and materials 4 explain the procedures for dealing with:

candidates who are not on the test or examination attendance list

candidates who arrive late for a test or examination Outcome 4 Implement invigilation requirements The learner can: 1 explain the importance of ensuring all rules and regulations relating to the conduct of tests and

examinations are strictly applied and followed 2 give clear and unambiguous instructions to candidates at the start of tests and examinations 3 demonstrate the correct procedures for completing an attendance register including specific

requirements for candidates who are:

withdrawn from a test or examination

not on the register

late for a test or examination

absent from a test or examination

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4 apply the centre’s procedures for dealing with:

queries from candidates

disruptive behaviour or irregular conduct

candidates who want or need to leave the examination room during the test or examination

Outcome 5 End tests and examinations The learner can: 1 demonstrate the correct procedures for ending tests and examinations including:

collecting papers

allowing candidates to leave the examination room

completing test and examination records 2 differentiate between ending tests and examinations when:

all candidates are due to finish their test or examination at the same time

some candidates are still engaged in a test or examination

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STL09

Prepare and maintain learning environments

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STL09 Prepare and maintain learning environments Level: 2 Credit value: 3 Unit aim This unit aims to demonstrate competence in preparing and maintaining learning environments. This involves setting out learning environments and preparing materials as well as maintaining the learning environment and resources during activities. Health, safety and security are key considerations throughout this unit. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Prepare learning environments 2 Prepare learning materials 3 Monitor and maintain learning environments and resources Guided learning hours It is recommended that 18 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL31 Prepare and maintain the learning environment Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Learning environments: include areas inside or outside of the setting which are used for learning activities such as;

general teaching areas such as classrooms

specialist teaching areas such as those set up for science, art, food technology or PE

outside areas such as the playground, games field or wildlife/nature areas

areas outside of the setting such as those used for field studies, cultural visits or other off-site activities

Safety equipment: the equipment required by legislation and/or the organisation for ensuring the safety of children, young people and adults in the learning environment including:

a fully equipped first aid box

equipment to protect children, young people and adults from accidents, eg; circuit breaker,

cable guards, landing mats for PE, safety goggles for science activities

equipment for use in an emergency, e.g. fire extinguishers, fire blanket, emergency alarms and emergency exits

Learning resources: materials, equipment (including ICT), software, books and other written materials (eg; handouts, worksheets), DVDs, etc. that are required to support teaching and learning Learning materials:

the written materials and consumables needed for the learning activity, including:

general items such as pencils, rulers and paper

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curriculum-specific materials such as paints, science materials or cooking ingredients

written materials such as handouts and worksheets Environmental factors, such as;

light

ventilation

temperature

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STL09 Prepare and maintain learning environments Learning outcomes and assessment criteria Outcome 1 Prepare learning environments The learner can: 1 describe the importance of health, safety and security in learning environments 2 organise learning environments to meet:

the requirements of the planned learning activities

the age range of learners involved

any particular needs of the learners 3 identify potential hazards in the learning environment and take action to minimise risks 4 check that the necessary safety equipment is available and functional 5 set out learning resources so that learners are able to participate safely and effectively in the

planned activities. Outcome 2 Prepare learning materials The learner can: 1 follow relevant manufacturers‘ instructions and health and safety requirements when preparing

learning materials 2 prepare learning materials of the quality and quantity required 3 use materials carefully to minimise waste 4 dispose of waste materials safely and with due regard to recycling opportunities and

sustainable development. Outcome 3 Monitor and maintain learning environments and resources The learner can: 1 describe how environmental factors may affect the learning process and how they should be

adjusted for different types of activities 2 monitor and adapt the physical environment as needed to:

maintain health, safety and security

maintain the comfort of learners and adults

make the best use of the space available for activities

ensure access and ease of movement for all 3 support learners to:

select learning resources and materials relevant to their learning tasks

use resources safely and correctly 4 demonstrate ways of supporting learners to accept responsibility for:

the safe use and care of the environment, equipment and materials

returning equipment and materials to the appropriate place after use 5 follow organisational procedures for reporting deficiencies, damage and shortfalls in stocks of

equipment and materials

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STL10

Provide displays in schools

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STL10 Provide displays in schools Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to provide displays in schools. It requires demonstration of competence in designing, setting up, maintaining and dismantling displays as well as involving pupils in the design and development of displays. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand the school policy and procedures for displays 2 Design displays 3 Set up displays 4 Maintain displays 5 Dismantle displays Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL16 Provide displays (IL3/10) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Displays: the arrangement of material (graphic, text and/or objects) into an assembly specifically intended to attract users’ attention and interest, or to provide information, or to educate - or a combination of these. Displays may be wall mounted or free-standing. The display must be designed with a specific purpose in mind. Purpose: what the display aims to achieve e.g. a learning resource, celebrating achievement and/or diversity, promoting a sense of community and belonging, improving the environment, providing information, to prompt feedback, etc.

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STL10 Provide displays in schools Learning outcomes and assessment criteria Outcome 1 Understand the school policy and procedures for displays The learner can: 1 describe the school policy for displays 2 describe the importance and purposes of displays in the school 3 describe how displays are used in the learning process 4 describe the requirements and procedures for carrying out a risk assessment for displays Outcome 2 Design displays The learner can: 1 plan the design and content of the display to meet an agreed purpose 2 involve pupils in planning the design and content of the display 3 encourage pupils to develop materials for the display 4 select and create materials relevant to the purpose of the display Outcome 3 Set up displays The learner can: 1 locate the display in an appropriate and accessible place for users 2 display all relevant material 3 use clear labelling and layout to acknowledge and celebrate pupils’ work 4 check that the display meets relevant health, safety, security and access requirements Outcome 4 Maintain displays The learner can: 1 identify the optimum time duration for the display by reference to its theme, purpose and

materials used 2 maintain the display in a tidy, clean and correctly laid out condition 3 monitor the display for stability and safety and take appropriate action if required 4 assess the display regularly for its continuing usefulness and attractiveness 5 add to, amend and up-date the display as required by its theme and use Outcome 5 Dismantle displays The learner can: 1 dismantle the display as soon as it is no longer required 2 store or return materials and equipment used in the display in accordance with school policy

and procedures 3 dispose of waste materials safely and with due regard to recycling opportunities and

sustainable development

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STL11

Support assessment for learning

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STL11 Support assessment for learning Level: 3 Credit value: 4 Unit aim This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand the purpose and characteristics of assessment for learning 2 Use assessment strategies to promote learning 3 Support learners in reviewing their learning strategies and achievements 4 Contribute to reviewing assessment for learning Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL30 Contribute to assessment for learning Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Assessment for learning: involves using assessment, as part of teaching and learning, in ways that will raise learners’ achievement. Information required: to support assessment for learning;

the learning objectives for the activities

the personalised learning goals for individual learners

the success criteria for the learning activities

the assessment opportunities and strategies relevant to own role in the learning activities Personalised learning goals: will reflect the learning objectives of activities and take account of the past achievements and current learning needs of individual learners. Assessment opportunities and strategies: are the occasions, approaches and techniques used for ongoing assessment during learning activities, such as;

using open-ended questions

observing learners

listening to how learners describe their work and their reasoning

checking learners’ understanding

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engaging learners in reviewing progress

encouraging learners to keep in mind their learning goals and to assess their own progress to meeting these as they proceed

encouraging learners to review and comment on their work before handing it in or discussing it with the teacher

praising learners when they focus their comments on their personalised learning goals for the task

STL11 Support assessment for learning Learning outcomes and assessment criteria Outcome 1 Understand the purpose and characteristics of assessment for learning The learner can: 1 compare and contrast the roles of the teacher and the learning support practitioner in

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assessment of learners’ achievements 2 summarise the difference between formative and summative assessment 3 explain the characteristics of assessment for learning 4 explain the importance and benefits of assessment for learning 5 explain how assessment for learning can contribute to planning for future learning carried out

by:

the teacher

the learners

the learning support practitioner Outcome 2 Use assessment strategies to promote learning The learner can: 1 obtain the information required to support assessment for learning 2 use clear language and examples to discuss and clarify personalised learning goals and criteria

for assessing progress with learners 3 use assessment opportunities and strategies to gain information and make judgements about

how well learners are participating in activities and the progress they are making 4 provide constructive feedback to learners to help them understand what they have done well

and what they need to develop 5 provide opportunities and encouragement for learners to improve upon their work. Outcome 3 Support learners in reviewing their learning strategies and achievements The learner can: 1 use information gained from monitoring learner participation and progress to help learners to

review their learning strategies, achievements and future learning needs 2 listen carefully to learners and positively encourage them to communicate their needs and ideas

for future learning 3 support learners in using peer assessment and self-assessment to evaluate their learning

achievements 4 support learners to:

reflect on their learning

identify the progress they have made

identify their emerging learning needs

identify the strengths and weaknesses of their learning strategies and plan how to improve them

Outcome 4 Contribute to reviewing assessment for learning The learner can: 1 provide feedback to the teacher on:

learner participation and progress in the learning activities

learners’ engagement in and response to assessment for learning

learners’ progress in taking responsibility for their own learning 2 use the outcomes of assessment for learning to reflect on and improve own contribution to

supporting learning.

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TDA214

Support children and young people at meal or snack times

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TDA214 Support children and young people at meal or snack times Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to support children and young people at meal or snack times. It covers the principles of healthy eating and requires demonstration of competence in supporting hygiene and positive behaviour at meal and/or snack times. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Know the principles of healthy eating for children and young people 2 Know the benefits of healthy eating for children and young people 3 Know how to encourage children and young people to make healthier food choices 4 Support hygiene during meal or snack times 5 Support the code of conduct and policies for meal and snack times Guided learning hours It is recommended that 18 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards No clear links Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Healthier food choices in relation to meals provided in the setting, packed lunches, snacks, meals and snacks purchased off-site, etc. Code of conduct and policies for meal and snack times eg:

entry to and exit from the dining area

collecting/serving food

noise levels

conduct in the dining area and at the table

clearing away

sustainability

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TDA214 Support children and young people at meal or snack times Learning outcomes and assessment criteria Outcome 1 Know the principles of healthy eating for children and young people The learner can: 1 outline the nutritional requirements of a healthy diet for children and young people 2 describe examples of healthy meals and snacks for children and young people 3 describe how culture, religion and health conditions impact on food choices Outcome 2 Know the benefits of healthy eating for children and young people The learner can: 1 describe the benefits of healthy eating for children and young people 2 describe the possible consequences of an unhealthy diet 3 describe how to recognise and deal with allergenic reactions to food 4 describe where to get advice on dietary concerns Outcome 3 Know how to encourage children and young people to make healthier food

choices The learner can: 1 describe the food policy of the setting 2 describe with examples ways of encouraging children and young people:

to make healthier food choices

to eat the food provided for them Outcome 4 Support hygiene during meal or snack times The learner can: 1 explain the importance of personal hygiene at meal and snack times 2 demonstrate good hygiene practice in relation to own role in food handling and waste disposal 3 demonstrate ways of encouraging children and young people’s personal hygiene at meal and/or

snack times Outcome 5 Support the code of conduct and policies for meal and snack times The learner can: 1 describe the setting’s code of conduct and policies for meal and snack times 2 apply skills and techniques for supporting and encouraging children and young people’s

positive behaviour in the dining area including table manners 3 apply skills and techniques for dealing with inappropriate behaviour in the dining area.

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TDA215

Support children and young people with disabilities and special educational

needs

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TDA215 Support children and young people with disabilities and special educational needs

Level: 2 Credit value: 4 Unit aim This unit provides the knowledge and skills to support disabled children and young people and those with special educational needs. It covers understanding the rights and needs of disabled children and young people and those with special educational needs and supporting their inclusion and participation in the full range of activities and experiences provided by the setting. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Know the rights of disabled children and young people and those with special educational

needs 2 Understand the disabilities and/or special educational needs of children and young people in

own care 3 Contribute to the inclusion of children and young people with disabilities and special

educational needs 4 Support disabled children and young people and those with special educational needs to

participate in the full range of activities and experiences Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL12 Support a child with disabilities or special educational needs (CCLD 209)

STL38 Support children with disabilities or special educational needs (CCLD 321) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met.

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Notes for guidance Disabled: The Equality Act 2010 defines a disabled person as “someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to perform normal day-to-day activities.” Special educational needs: children and young people with special educational needs learn differently from most children or young people of the same age. These children and young people may need extra or different help from that given to other children and young people Special provision: provision which is additional to, or otherwise different from, the provision made generally for children of their age in schools maintained by the Local Authority, other than special schools, in the area Obtain information: about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs from:

the children and young people themselves

family members

colleagues within the setting

external support agencies

individual plans Barriers to participation: anything that prevents a child or young person participating fully in activities and experiences offered by the setting or service. Others according to own role e.g.:

family members

colleagues within the setting

professionals external to the setting Inclusion: a process of identifying, understanding and breaking down barriers to participation and belonging. Adaptations: that can be made to support participation of disabled children and young people and those with special educational needs in relation to:

the environment

activities

working practice

resources Participation involves: asking children and young people what works, what doesn't work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis. Equality of access: ensuring that discriminatory barriers to access are removed and allowing for children and young peoples’ individual needs.

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TDA215 Support children and young people with disabilities and special educational needs

Learning outcomes and assessment criteria Outcome 1 Know the rights of disabled children and young people and those with special

educational needs The learner can: 1 outline the legal entitlements of disabled children and young people and those with special

educational needs 2 describe the assessment and intervention frameworks for disabled children and young people

and those with special educational needs 3 describe the benefits of early recognition and intervention for disabled children and young

people and those with special educational needs 4 describe the purpose of individual plans for disabled children and young people and those with

special educational needs 5 describe the principles of working inclusively with disabled children and young people and those

with special educational needs Outcome 2 Understand the disabilities and/or special educational needs of children and

young people in own care The learner can: 1 describe the relationship between disability and special educational needs 2 describe the nature of the particular disabilities and/or special educational needs of children and

young people with whom they work 3 describe the special provision required by children and young people with whom they work. Outcome 3 Contribute to the inclusion of children and young people with disabilities and

special educational needs The learner can: 1 obtain information about the individual needs, capabilities and interests of disabled children and

young people and those with special educational needs with whom they work 2 identify barriers to participation for disabled children and young people and those with

special educational needs with whom they work 3 work with children, young people and others to remove barriers to participation 4 demonstrate ways of supporting inclusion and inclusive practices in own work with disabled

children and young people and those with special educational needs Outcome 4 Support disabled children and young people and those with special

educational needs to participate in the full range of activities and experiences The learner can: 1 identify and implement adaptations that can be made to support disabled children and young

people and those with special educational needs to participate in the full range of activities and experiences provided by the setting

2 support children and young people to use specialist aids and equipment as necessary to enable them to participate in activities and experiences

3 demonstrate ways of supporting participation and equality of access for disabled children and young people and those with special educational needs

4 work in partnership with children, young people and others to review and improve activities and experiences provided for disabled children and young people and those with special educational needs

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TDA216

Support children and young people’s play and leisure

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TDA216 Support children and young people’s play and leisure Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills required to support children and young people’s play and leisure. It requires demonstration of competence in supporting play and leisure activities, helping children and young people to manage risk and challenge and reflecting on and improving own practice. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Understand the nature and importance of play and leisure 2 Support children and young people’s play and leisure 3 Support children and young people in balancing risk and challenge 4 Reflect on and improve own practice Guided learning hours It is recommended that 16 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards No clear links Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Assessment criteria 2, 3, 4 and 5 in learning outcome 2 and assessment criterion 4 in learning outcome 3 must be assessed in the workplace.

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TDA216 Support children and young people’s play and leisure Learning outcomes and assessment criteria Outcome 1 Understand the nature and importance of play and leisure The learner can: 1 describe the importance of play and leisure for children and young people 2 describe how play and leisure contribute to children and young people’s development 3 outline the requirements of the UN Convention on the rights of the child in relation to relaxation

and play 4 describe the characteristics of freely chosen, self-directed play and leisure Outcome 2 Support children and young people’s play and leisure The learner can: 1 describe own role in supporting children and young people’s play and leisure activities 2 give attention to children and young people’s play and leisure activities while being sensitive to

own impact on activities 3 undertake routine safety checks on areas used for children and young people’s play and leisure

before, during and after play and leisure activities 4 supervise children and young people’s play and leisure ensuring their safety 5 interact with children and young people in a way that demonstrates:

interest in what they say, experience and feel

respect for their privacy and freedom to make choices for themselves

encouragement and praise for play and leisure activities Outcome 3 Support children and young people in balancing risk and challenge The learner can: 1 outline the value of risk and challenge in children and young people’s play and leisure 2 describe with examples what is meant by unacceptable risk and challenge in children and

young people’s play and leisure 3 describe why it is important for children and young people to manage risk and challenge for

themselves 4 demonstrate ways of encouraging children and young people to manage risk and challenge in

play and leisure activities for themselves. Outcome 4 Reflect on and improve own practice The learner can: 1 reflect on all aspects of own practice in supporting children and young people’s play and leisure 2 identify own strengths and areas where practice could improve 3 describe how own practice has been improved following reflection

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STL12

Support children and young people’s travel outside of the setting

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STL12 Support children and young people’s travel outside of the setting Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills to support children and young people’s travel outside of the setting. It requires competence in supporting the arrival and departure of children and young people and supporting them on journeys outside of the setting. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the policy and procedures for children and young people’s travel outside of the setting 2 Support the arrival and departure of children and young people 3 Support children and young people during travel Guided learning hours It is recommended that 22 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

Based on SkillsActive playwork unit 20 Support the travel of children and young people outside the play environment

STL59 Escort and supervise pupils on educational visits and out-of-school activities Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Equivalent unit This unit is equivalent to unit number M/600/9547 entitled “Support the travel of children and young people outside the play environment”. Notes for guidance Travel arrangements: as appropriate to the journey such as;

method of transport

route and stages in the journey

departure and arrival times

food and drink

comfort and hygiene

overnight accommodation

supervision and support

transport of equipment and belongings

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Journeys:

on foot

in a organisation/hired vehicle

public transport Information: about the children and young people to be dropped off/picked up e.g.;

number of children and young people

names of the children and young people

the age of the children and young people

where the children and young people are coming from or going to

the travel arrangements for individuals and/or groups of children and young people

any additional needs of the children or young people involved

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STL12 Support children and young people’s travel outside of the setting Learning outcomes and assessment criteria Outcome 1 Know the policy and procedures for children and young people’s travel outside

of the setting The learner can: 1 describe the organisational and legal requirements for children and young people’s travel

outside of the setting including adult/child ratio requirements 2 describe the different travel arrangements which are appropriate to the individual needs of

children and young people and the range of journeys which are being undertaken 3 describe the importance of children, young people and adults involved having complete and

accurate information about travel arrangements in good time 4 describe typical preparations which children and young people and those accompanying them

on journeys would have to make for the range of journeys undertaken 5 identify the kinds of issues that might occur when supporting children and young people’s travel 6 describe the contingency arrangements appropriate to the issues that may arise when children

and young people are travelling Outcome 2 Support the arrival and departure of children and young people The learner can: 1 obtain information about the children and young people to be dropped off/picked up 2 communicate arrangements to colleagues when relevant 3 remind children and young people about health and safety issues relating to arriving at and

leaving the setting 4 follow the organisational procedures for:

supervising the arrival and departure of children and young people

checking that all children and young people have been accounted for

dealing with any issues arising when children and young people are arriving at or leaving the setting

Outcome 3 Support children and young people during travel The learner can: 1 remind children and young people of agreed ways to keep safe during travel 2 respond to the needs of individual children and young people and offer help when required 3 follow organisational procedures for travel:

on foot

by public transport

by private transport 4 respond to children and young people’s feelings and behaviour as they move from one

environment to another 5 encourage children and young people to look after themselves and their belongings during

travel

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STL13

Support extra-curricular activities

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STL13 Support extra-curricular activities Level: 2 Credit value: 3 Unit aim This unit provides the knowledge, understanding and skills to support extra-curricular activities under the direction of the school. It requires demonstration of competence in preparing for extracurricular activities, delivering activities and bringing activities to an end. Learning outcomes There are four learning outcomes to this unit. The learner will: 1 Prepare for extra-curricular activities 2 Deliver extra-curricular activities 3 Bring extra-curricular activities to an end 4 Reflect on own contribution to extra-curricular activities Guided learning hours It is recommended that 15 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL53 Lead an extra-curricular activity Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance Extra-curricular activities: are activities that are held outside of normal school hours that can benefit the development of children and young people such as:

study support

play and recreation

fitness classes

drama

sport

music

arts, crafts and other special interest clubs

volunteering and business and enterprise activities

Duke of Edinburgh Award scheme

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STL13 Support extra-curricular activities Learning outcomes and assessment criteria Outcome 1 Prepare for extra-curricular activities The learner can: 1 describe the aims and content of the extra-curricular activity 2 obtain equipment and resources for the activity 3 prepare the environment for the safe conduct of the activity 4 support children and young people to prepare for the activity Outcome 2 Deliver extra-curricular activities The learner can: 1 interact with children and young people in a way that makes them feel welcome and at ease 2 comply with organisational procedures for:

checking the children and young people present

making sure children and young people’s dress and equipment are safe and appropriate 3 use skills and techniques for ensuring the children and young people understand the activity

and what they will be doing 4 use skills and techniques to engage and motivate children and young people to actively

participate in extra-curricular activities 5 recognise when children and young people need encouragement and/or help with activities 6 provide children and young people with additional explanations and demonstrations when

necessary Outcome 3 Bring extra-curricular activities to an end The learner can: 1 prepare children and young people to finish their activities 2 give the children and young people clear and supportive feedback on their participation and

progress 3 encourage children and young people to say how they feel about activities and respond to their

feelings appropriately 4 follow organisational procedures for:

the safe and orderly departure of children and young people from the activity session

clearing and storing equipment and resources Outcome 4 Reflect on own contribution to extra-curricular activities The learner can: 1 use feedback from children, young people and colleagues to reflect on and improve own

contribution to extra-curricular activities

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STL14

Support the use of information and communication technology for

teaching and learning

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STL14 Support the use of information and communication technology for teaching and learning

Level: 2 Credit value: 2 Unit aim This unit covers the knowledge and skills needed for supporting the use of ICT for teaching and learning. It requires demonstration of competence in preparing ICT resources to support teaching and learning and supporting the teacher, colleagues and learners to use ICT resources safely and effectively. Learning outcomes There are three learning outcomes to this unit. The learner will: 1 Know the policy and procedures for the use of ICT for teaching and learning 2 Prepare ICT resources for use in teaching and learning 3 Support the use of ICT for teaching and learning Guided learning hours It is recommended that 12 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

STL7 Support the use of information and communication technology for teaching and learning

Endorsement of the unit by a sector or other appropriate body This unit is endorsed by The Teaching Agency. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance ICT resources: includes a range of different equipment and technological devices, such as programmable toys, telephones, videos, timers, keyboards, keypads, computers, software, digital cameras, interactive whiteboards as well as new technologies as they become available. Guidance and instructions: on the use of ICT resources to teachers, learners and other support staff Problems: may relate to the learning activities, resources, environment or the learners themselves.

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STL14 Support the use of information and communication technology for teaching and learning

Learning outcomes and assessment criteria Outcome 1 Know the policy and procedures for the use of ICT for teaching and learning The learner can: 1 describe the setting’s policy for the use of ICT for teaching and learning 2 identify the ICT resources used for teaching and learning within the setting 3 outline relevant legislation, regulations and guidance in relation to the use of ICT eg; software

licensing 4 describe the setting’s procedures for dealing with faulty ICT equipment 5 describe the requirements and procedures for storage and security of ICT resources in the

setting Outcome 2 Prepare ICT resources for use in teaching and learning The learner can: 1 follow the manufacturers’ and safety instructions for setting up ICT resources 2 describe the risks associated with ICT resources and how to minimise them 3 identify and obtain accessories, consumables and information needed to use ICT resources 4 use screening devices to prevent access to unsuitable material via the internet 5 identify and resolve common problems with ICT resources Outcome 3 Support the use of ICT for teaching and learning The learner can: 1 operate ICT resources correctly and safely when asked to do so 2 give clear guidance and instructions on the use of ICT resources 3 provide an appropriate level of assistance to enable learners to experience a sense of

achievement, maintain self-confidence and encourage self-help skills in the use of ICT 4 monitor the safe use of ICT resources, including internet access, and intervene promptly where

actions may be dangerous 5 describe the sorts of problems that might occur when supporting learners using ICT and how to

deal with these

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HSC2028

Move and position individuals in accordance with their plan of care

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HSC2028 Move and position individuals in accordance with their plan of care Level: 2 Credit value: 4 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to move and position individuals as part of their plan of care according to their specific needs. Learning outcomes There are six learning outcomes to this unit. The learner will: 1 Understand anatomy and physiology in relation to moving and positioning individuals 2 Understand legislation and agreed ways of working when moving and positioning individuals 3 Minimise risk before moving and positioning individuals 4 Prepare individuals before moving and positioning 5 Move and position an individual 6 Know when to seek advice from and/or involve others when moving and positioning an

individual Guided learning hours It is recommended that 26 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

CHS6 Move and position individuals (Skills for Health) Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 3, 4 and 5 must be assessed in a real work environment.

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HSC2028 Move and position individuals in accordance with their plan of care Learning outcomes and assessment criteria Outcome 1 Understand anatomy and physiology in relation to moving and positioning

individuals The learner can: 1 outline the anatomy and physiology of the human body in relation to the importance of correct

moving and positioning of individuals 2 describe the impact of specific conditions on the correct movement and positioning of an

individual Outcome 2 Understand legislation and agreed ways of working when moving and

positioning individuals The learner can: 1 describe how legislation and agreed ways of working affect working practices related to moving

and positioning individuals 2 describe what health and safety factors need to be taken into account when moving and

positioning individuals and any equipment used to do this Outcome 3 Minimise risk before moving and positioning individuals The learner can: 1 access up-to-date copies of risk assessment documentation 2 carry out preparatory checks using:

the individual’s care plan

the moving and handling risk assessment 3 identify any immediate risks to the individual 4 describe actions to take in relation to identified risks 5 describe what action should be taken if the individual’s wishes conflict with their plan of care in

relation to health and safety and their risk assessment 6 prepare the immediate environment ensuring adequate space for the move in agreement with

all concerned that potential hazards are removed 7 apply standard precautions for infection prevention and control Outcome 4 Prepare individuals before moving and positioning The learner can: 1 demonstrate effective communication with the individual to ensure that they:

understand the details and reasons for the action/activity being undertaken

agree the level of support required 2 obtain valid consent for the planned activity

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Outcome 5 Move and position an individual The learner can: 1 follow the care plan to ensure that the individual is positioned

using the agreed technique

in a way that will avoid causing undue pain or discomfort 2 demonstrate effective communication with any others involved in the manoeuvre 3 describe the aids and equipment that may be used for moving and positioning 4 use equipment to maintain the individual in the appropriate position 5 encourage the individual’s active participation in the manoeuvre 6 monitor the individual throughout the activity so that the procedure can be stopped if there is

any adverse reaction 7 demonstrate how to report and record the activity noting when the next positioning manoeuvre

is due Outcome 6 Know when to seek advice from and/or involve others when moving and

positioning an individual The learner can: 1 describe when advice and/or assistance should be sought to move or handle an individual

safely 2 describe what sources of information are available about moving and positioning individuals

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HSC2001

Provide support for therapy sessions

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HSC2001 Provide support for therapy sessions Level: 2 Credit value: 2 Unit aim This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals participating in therapy sessions. It covers preparation, support, observation, recording and review of therapy sessions. Learning outcomes There are five learning outcomes to this unit. The learner will: 1 Understand the benefits of therapy sessions 2 Prepare for therapy sessions 3 Provide support in therapy sessions 4 Observe and record therapy sessions 5 Contribute to the review of therapy sessions Guided learning hours It is recommended that 14 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards

HSC212 Support individuals during therapy sessions Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Key/Functional skills This unit could contribute towards the key/functional skills in the following areas:

Communication/English Level 1

Application of Number/Mathematics Level 1

ICT Level 1 Evidence requirements Learners must provide a portfolio of evidence which contains evidence that all the assessment criteria have been met. Notes for guidance This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment. Therapy sessions may include:

occupational therapy

physiotherapy

hydrotherapy

aromatherapy

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An individual is someone requiring care or support. Others may include:

therapist

line manager

family

friends

advocates

others who are important to the individual’s well-being Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.

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HSC2001 Provide support for therapy sessions Learning outcomes and assessment criteria Outcome 1 Understand the benefits of therapy sessions The learner can: 1 identify different types of therapy sessions in which an individual may participate 2 describe how therapy sessions can benefit an individual Outcome 2 Prepare for therapy sessions The learner can: 1 establish own responsibilities in preparing for a therapy session 2 identify with the individual their preferences and requirements for the therapy session 3 follow instructions to prepare the environment, materials, equipment and self for the session Outcome 3 Provide support in therapy sessions The learner can: 1 provide support during a therapy session that takes account of:

a) the therapist’s directions b) the individual’s preferences and requirements

2 promote the active participation of the individual during the session 3 describe ways to overcome fears or concerns an individual may have about a therapy session Outcome 4 Observe and record therapy sessions The learner can: 1 agree what observations need to be carried out during therapy sessions 2 agree how observations will be recorded 3 carry out agreed observations 4 record agreed observations as required Outcome 5 Contribute to the review of therapy sessions The learner can: 1 contribute to a review of therapy sessions to identify issues and progress 2 contribute to agreeing changes to therapy sessions with the individual and others

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Published by: Skillsfirst Awards Limited Suite 416 Fort Dunlop Fort Parkway Birmingham B24 9FD Tel - 0121 270 5100 Fax - 0121 747 4102 Website – www.skillsfirst.co.uk